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USC Aiken Lesson Plan Guide, updated 9-1-2020 Page 1 of 9 Lesson Plan Guide Com

USC Aiken Lesson Plan Guide, updated 9-1-2020 Page 1 of 9 Lesson Plan Guide Complete each section of the Lesson Plan Template. Consult the USC Aiken Lesson Plan Guide for specific instructions. Each component will be assessed using criteria found on the Lesson Plan Rubric. Go to: https://www.usca.edu/education/current- students/forms-and-resources/. Candidate Name Name and signed USC Aiken Honor Code Date of Lesson Give the anticipated date and time the lesson will be taught. Duration How long should the lesson take (minutes, hours, days)? Number of Students For how many students is this lesson plan intended? Subject Area(s) Mathematics, Science, Social Studies, ELA, etc. Grade Level(s) This may be a single grade or a span of consecutive grades (e.g., grades 2-3). Lesson Title List the title of your lesson. You will be assessed on the following components: 1. Standard & Indicator (SPED Majors: Use IEP Goal/SC-Alt Standard) Copy and paste the corresponding SC State Standard including indicator notations and descriptions this lesson will address. To find the academic content area standards and support documents, go to: https://ed.sc.gov/instruction/standards-learning/ Then, describe which skill(s) the students will be reviewing and learning throughout this lesson. Note: You don’t have to master an entire standard in one lesson. Students should be working towards mastery. Select a skill you will teach. This is not a review-only lesson; you must include content. Be sure to address these questions: 1. Which state standard and indicator will you be teaching? (SPED Majors: IEP Goal/SC-Alt Standard) 2. Why did you select that standard? 3. Is the scope of the indicator appropriate for the length of the lesson? 4. What concepts and skills will students learn? 2. Learning Objective Write one measurable, observable objective using the provided formula. A learning objective is a clear instructional statement that describes the behavior learners are expected to exhibit as a result of the learning process. The learning objective should be student-centered with specific, observable outcomes. “Understand” is not a measurable objective. What will the students DO to demonstrate they have achieved the learning objective? Use action verbs (indicate with bold font) from Bloom’s Taxonomy and use the ABCD method: Audience- Who is the learner? (The student…) Behavior- What should they be able to do? (…will be able to classify minerals by their properties…) Conditions- Under what circumstances? (Given 12 minerals and a sorting sheet…) Degree- What level of performance? (…with 80% accuracy) USC Aiken Lesson Plan Guide, updated 9-1-2020 Page 2 of 9 Example: Given a graphic organizer, the students will identify and sequence at least five main events in the story with at least 80% accuracy as measured by a rubric. 3. Assessments *Attach a copy of all rubrics, checklists, rating sheets, and scoring guides you will use. Your lesson should include at least one pre-assessment, formative assessment, and summative assessment explicitly aligned with the lesson objective. Describe the assessments you will use prior, during, and after the lesson that provide information to guide instructional decisions and provide opportunities for students to demonstrate mastery of the targeted objectives. Include the criteria for mastery, scoring guide(s), and method of computing scores. Describe how the assessments will be conducted, how data will be analyzed, and how students will receive feedback. Address each of the following: Prior to Lesson: Diagnostic Assessments or Pre-Assessments: How will you assess student knowledge of the content/skills addressed in this lesson prior to teaching? How will you diagnose readiness for the planned lesson? Suggested Pre-Assessments: • A classroom survey • “Meet Your Match” vocabulary terms and definitions • KWL chart • Free write on the topic/brainstorming • Pre-test or informal quiz • Ask students to self-evaluate what they know about a topic • List specific questions to probe for gaps and misconceptions During the Lesson: Formative Assessments: How will you assess student knowledge of the content/skills addressed in this lesson during the teaching? This can be done informally and formally. Suggested Formative Assessments: • Ask students to recall previous information and relate it to this lesson • Hand signals/ thumbs-up • Hold up mini white boards or response cards • Performance-based assessment such as observation of an activity with a rubric or checklist • Class discussion with a checklist • Quick write on what they have learned • Ask students to summarize the lesson on a sticky note • Exit ticket After the Lesson: Summative Assessment or Post Assessment: How will you assess student knowledge of the content/skills addressed in this lesson after the teaching? This should be aligned to your lesson objective and is typically for a grade. How will you determine each individual student’s mastery? Suggested Summative Assessments: • Data sheet measuring progress across time • Performance task with a checklist • Short essay or writing task with a rubric • Project or portfolio with a scoring guide • Quiz • Test USC Aiken Lesson Plan Guide, updated 9-1-2020 Page 3 of 9 4. Pedagogical Strategies What are you going to do to achieve your learning objective? You should select instructional strategies that effectively support the learning objective. Explain WHY you selected the specific strategies for this lesson. Your lesson must include multiple and varied ways to actively engage and meet the needs of diverse learners, promote curiosity and exploration, and provide opportunities for student-to-student interaction. Suggested pedagogical strategies include: 5. Diversity for Student Learning Your lesson must be developmentally appropriate, aligned to student interests and cultural heritage, differentiated for content, process, and product, and aligned to meet the needs of all diverse learners with appropriate accommodations and modifications. Differentiation provides access for everyone.Teachers can differentiate the following throughout a lesson: Content: what the student needs to learn or how the student will get access to the information Process: activities in which the student engages in order to make sense of or master the content Product: projects or tasks that ask the student to demonstrate what s/he has learned Your lesson should address 2 or more modalities of learning (e.g. visual, auditory, tactile) and incorporate multiple intelligences where possible (eg. musical, spatial, bodily-kinesthetic, logical-mathematical). Your lesson should also provide opportunities for collaboration and student choice (consider offering a menu of options such as a paper or a performance). How will you differentiate for varying rates of learning (e.g. early finishers), different abilities (e.g. gifted and talented), and other relevant diversities (e.g. English Language Learners) in the class? How will your lesson demonstrate culturally responsive practice? Examples: Early finishers will use 2 additional measuring devices/scales to investigate the mass of the items. Auditory learners will listen to a song and their peers’ explanations during guided practice. Kinesthetic learners will benefit from moving their bodies during the simulation. Students will solve word problems using soccer players’ stats (goals, cards, shots, and assists) on Las Chivas de Guadalajara, a top ranked team in Liga MX, the Mexican football league. Accommodations level the playing field for students with exceptionalities. What accommodations will you make to ensure access and academic success for students with disabilities such as autism, ADHD, language impairment, intellectual disability, learning disability, visual impairment, hearing difficulty, etc.? • Anticipation Guide • Brainstorming • Graphic organizer/concept map • Structured notetaking • Analyze image, photo, or object • Annotate or highlight text • Guided practice • Quick Writes • Direct instruction/lecture • Demonstration • Hands-on manipulatives • Small groups • Inquiry stations • Gallery Walk • Turn & Talk • Think-Pair-Share • Mnemonic device • Drawing/artwork • Movement • Music • Video • Roleplay • Game • Project USC Aiken Lesson Plan Guide, updated 9-1-2020 Page 4 of 9 Although accommodations may be offered to all students, they are created with specific students in mind. Suggested accommodations include: The text will be enlarged using sharp contrast for the student with a visual impairment A video with closed captioning will be provided for the student with a hearing impairment Step-by-step directions will be numbered and color coded to help the student stay focused Allow extended time for assignments or tests Reduce the number of problems or questions (such as even/odd) Provide handouts of presentation materials Preferential seating Magnifying device Graphic organizer Provide fill-in-the-blank lecture notes Allow student to dictate or type the assignment Permit the use of a calculator Allow student to stand Take frequent breaks Modifications change the playing field and should be made for individual students according to their IEPs in consultation with the special education teacher. How could you modify the lesson to provide specialized instruction for students with IEPs? Examples include using a text on a different reading level, adapting the lesson objective, or simplifying the content. 6. Grouping Students Describe how you will group students (heterogeneously, homogenously, individualized, pairs, small groups, whole class). Then, explain/justify this decision. Is there a purpose for peer collaboration? Explain your plan for purposeful collaboration. What strategy or criteria will you use to assign students to groups? Will you group students randomly or strategically? Are the groups varied by race, gender, ability, and age? What is the plan for an effective group experience? How will the uploads/Ingenierie_Lourd/ lesson-plan-guide 1 .pdf